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Action theory's substantive image of social organization, theory building strategy, and methodological tenets are compared with those of interactionism. Despite polemics to the contrary, action and interaction concepts denote a similar image of social organization and personality. As is argued, the principle difference between the two perspectives revolves around the issue of the most appropriate theory building and methodological strategy. The ontological implications of this fact are examined and found not to justify the continued partitioning of social theory into antagonistic metaphysical camps.

Political conflicts occurring between villages in a Central Italian commune are analyzed both as singular cases and as a series of connected situations. I argue that the latter perspective provides the basis for an understanding of structural change, which is lacking in the individual case-study approach favored by processual analysis.

Organization Development: Its Nature, Origin and Prospects. By WARREN G. BENNIS. Reading, Mass.: Addison-Wesley Publishing Company, 1969. Pp. 87. 3.65 Organization Development: Strategies and Models. By RICHARD BECK-HARD. Reading, Mass.: Addison-Wesley Publishing Company, 1969, Pp. 119. 3.65 Building A Dynamic Corporation Through Grid Organization Develop ment. By ROBERT G. BLAKE and JANE s. MOUTON. Reading, Mass.: Addison-Wesley Publishing Company, 1969. Pp. 120. 3.65 Developing Organizations: Diagnosis and Action. By PAUL R. LAWRENCE and JAY w. LORSCH. Reading, Mass.: Addison-Wesley Publishing Company, 1969. Pp. 101. 3.65 Process Consultation: Its Role in Organizational Development. By EDGAR H. SCHEIN. Reading, Mass.: Addison-Wesley Publishing Company, 1969. Pp. 147. 3.65 Interpersonal Peacemaking: Confrontations and Third Party Consultation. By RICHARD E. WALTON. Reading, Mass.: Addison-Wesley Publishing Company, 1969. Pp. 151. 3.65

The first systematic collection of family receipts and expenditures was the work of Davies, published in 1795; Eden's three-volume work on the state of the poor appeared in 1797. More than 50 years later, Belgium was the first country to undertake collection of family accounts. These accounts provided a sound basis for development of techniques for collecting household expenditures data. At about the same time, the family monographs of Le Play were published in France. Ernst Engel saw the need for methods of statistical measurement applicable to social phenomena. Using the Belgian data and Le Play's data, Engel computed averages and derived generalizations concerning food expenditures in relation to family well-being. Engel's “laws” of consumption have often been misstated by writers in languages other than German. The work of Engel and Le Play and the Belgian study provided a statistical basis for the analysis of family expenditures; by the end of the nineteenth century four different ways of collecting such data were recognized. The early investigators faced basic problems in selecting families, defining income, and classifying expenditures. Engel's contributions to methods of analysis were fundamental.

The sheep herd occupies an important place in Navajo thought and social organization. It provides the Navajo with both a material and psychological sense of security, contributes to a Navajo's physical and mental health, and is the object of considerable affective investment and moral responsibility. The residence group, the fundamental unit of Navajo social organization, is organized around and integrated by the sheep herd. At the residence group level, social groups correspond to the grouping of individually owned sheep into herds. A Navajo's social status within and loyalty to various residence groups are closely linked to the location and position of his sheep in a particular herd or herds. The sheep herd operation also provides an interesting convergence of the concepts of egoism and individualism with those of altruism and communalism.

The miscellany of functions under the community college umbrella might be better performed by new organizations with different names.

A cursory review of models which have been used in the analysis of the American kinship system is given. Then a new analysis phrased in terms of Lounsbury's formal model is presented. The American system is seen to be based upon three simple principles, which may be explained in terms of the structure of the familistic side of American society. Finally, these logical rules are used to determine the status of certain indeterminate kin types.

T NCREASINGLY, it has been recognized that the ability to direct one's own change ■*• can bring extensive rewards (Chance, i960). Nash (1958) makes " freedom of choice " a key variable in his discussion of culture change ; Cantril (1965 : 318) also feels that to exercise choice is self-rewarding. His maxim is that human beings require freedom to exercise the choices they are capable of making. Throughout our investigation of " acculturation and identity " among the Maori of New Zealand, it became evident that the acculturative situation was complex. First, we noted a differential pattern of acculturation.f Second, dual acculturation results from the individual's shifting from macro-to micro-cultural levels of experience. Third, we had to consider two additional variables : " choice " and the " situation " or, together, the choice situation. With our principal sample of Maori University graduates, we witnessed a most interesting trend : in situations of " maximum free choice" (Nash, 1958: 33), a third complexity arises which might aptly, even if somewhat tongue-in-cheek, be termed " backward acculturation ". If Maori acculturation, in toto, is conceptualized graphically as a pyramid, with three rising levels, at the top is the group of educated Maoris, or what Spindler calls the " elite acculturated " (1955) ; at the bottom about 50% of the total are the Maoris who still maintain some sort of tribal orientation ; and, in the middle, is the majority of the working-class, urban Maoris or Maoris in non-kin-based communities, whether rural or urban. Graphically, the picture resembles the following, but with some added dimensions

As law enforcement agencies continue to increase their educational standards, it is incumbent upon colleges and universities to offer curricula that prepare policemen to meet the challenge of modern times Criminal justice programs should pave the way for innovation and change in the police establishment by producing well-educated men, with a strong liberal arts background, capable of understanding self, community, and the role of the police in modem society.

This paper presents a two-dimensional classification of decision making based on two continuous variables which interact, namely, degree of subjectivity (objectivity) of attitude and degree of dissimilarity (similarity) of function of choice alternatives. On the basis of this typology two new ways of dissonance resolution are proposed.

The enormous secondary literature which relates Levi-Strauss' comparative studies to different schools of thought has failed sufficiently to emphasize the major discontinuity within his own work. This paper characterizes the basic methodological differences in his approaches to “kinship” and to “myth.” It then suggests how, by concentrating on the kinship/myth distinction, we might constructively refine various structuralist concepts, such as distinctive feature analysis and the logical foundations of the “elementary” kinship structures. Only by concentrating on the few inconsistencies in Levi-Strauss' remarkably coherent corpus of work can an adequate critique of his theories of comparison be commenced.

CURIOUSLY ENOUGH, theoreticians on the teaching of foreign languages are caught in a number of contradictions or paradoxes. And just as curiously, these theoreticians would not be caught in these contradictions if they adhered to Chomsky's dicta on one crucial issue. Chomsky has indicated that transformational-generative grammars and the theories of linguistics associated with them are concerned with native-speaker competence. He has also stated that his theories are largely irrelevant to the problems of the teacher of foreign languages.1 But it would appear that psycho-linguists and others working in the field of applied linguistics do not attend to Chomskyan pronouncements on this one matter. As a result, there are ample reasons for examining various attempts at applying Chomskyan theory to the approaches and methods used in teaching foreign languages. One such attempt at application can be found in a recent work by Leon A. Jakobovits. Much of Jakobovits' work appears to be beyond reproach given the present state of knowledge in the field, but it is at those points where he becomes a doctrinaire transformationalist that he